Unit 1 Lesson 2 How Are You?
教案1
教学目标
(1) 能在情境中正确运用日常交际用语How are you?及其相应的回答：Fine, thank you./Not so good.
(2) 能听懂、会说、会读文具类单词 a pen, a Pencil ,a ball pen.
(3) 通过活动，游戏激发学生的学习兴趣，逐步培养学生的口语交际能力，树立学习英语的信心。
教学重难点：
1．教学重点：文具类单词和日常交际用语
2．教学难点：能熟练灵活地运用本课的日常交际用语。
教学过程:
Step1. Warm up
1.T—S: Greeting
T（事先把果树贴在墙壁上，介绍比赛规则）: There’re four trees，If you do very well, you can put the fruit on the trees for your group. Let’s see which group is the best. OK？
S: OK.
2. Sing some songs:
T: There are three songs. Which one do you want to choose first?
Red ? Blue or green?
(课件展示三个不同颜色的圆，让学生自主选择)
Step2. Revision
Everyday English: Hello, I’m Miss Wu. What’s your name?
Nice to meet you,
This is ….
(学生自由对话，将自己的朋友介绍给他人认识)
Step3. Presentation
1. How are you? Fine, thank you.
T:（由学生自由对话引入）I think you will be good friends.
Miss Wu has some good friends, too. Look, they’re coming. (课件出示)
This is Kitty (Teddy).
S: Nice to meet you, Kitty (Teddy).
Kitty (Teddy): Nice to meet you, too.
T: How are you?
Kitty (Teddy): Fine, thank you.
出示 “How are you?”教师示范领读。，注意”you”的发音。
B. Boys ask Teddy together and girls ask Kitty together, listen to the answers carefully.
C. Teach “Fine, thank you.” with body language. (拿出笑脸)
D. Play a game: The chain game: T asks a question to the students of the first row “How are you?” He or she may say: “Fine, thank you.” Then he or she passes the question to the students in the second row. Then the students in the second row answer: “Fine, thank you.” Just do it one by one. The last one comes to the front and asks Mickey: “How are you?” Let’s see which group is the quickest.
2.How are you？Not so good.（放入竞赛之中）
T gives the best group praise, and asks Mickey one by one.
S: How are you, Mickey?
Mickey: Not so good.
Teach “Not so good.” With body language.（拿出哭脸）
3. Play a game: Ask and answer one by one, if T takes Smiling Face, the answer is “Fine, thank you.” If T takes Crying Face, the answer is “Not so good.” In twenty seconds, to see which group makes the most dialogues.
4.Sing《Hello, how are you?》
5.New words：a pen, a pencil ,a ball pen
T: You have done a good job. I have something to praise you. Look at my bag, is it nice?
S: Yes.
T: Can you guess “What’s in my bag?” If you guess correctly, I will give it to you.
( apple, orange, banana, pear …)
B、Draw and guess: T draws some simple pictures on the blackboard, such as: apple, pear, orange, pen, pencil… then ask with” What can you see?” , Ss answers with “I can see a/an…”
C. Listen and do
T: Show me your pen/pencil/ ball pen.
S: Pen，pen, pen./ Pencil, pencil, pencil. /
(举起手中的文具)
D. Play a game: Warm and cold
请一位学生背对着大家，教师把文具放在某一位学生的桌上，让这位同学来找。其他同学可以提示帮助齐声朗读这个单词，当寻找者接目标时，同学们的朗读声就变得响亮；当寻找者远离目标时，同学们的声音就变得越来越弱，直到寻找到目标为止。
E. Say a rhyme
Pen↑, pen↓, this is a pen.
Pen↑, pen↓, I can see a pen.
Pencil↑, pencil↓, this is a pencil.
Pencil↑, pencil↓, I can see a pencil.
Ball pen↑, ball pen↓, this is a ball pen.
Ball pen↑, ball pen↓, I can see a ball pen.
（设计思路：在教学文具类单词，以三个有关联的文具单词来加强学生的记忆，渗透学习方法，加深学生的记忆。）
Step4. Consolidation
1. Watch a Flash about “How are you?”
2.你是懂礼貌的好孩子吗？
3.和老师们用所学的知识问好：
Hello/Hi/Good morning/Nice to meet you/How are you?
4.Count the fruit of each group, praise the best one.
Step5. Homework
1. Say the rhyme and sing the song.
2. After school, say “Hello” to your father and mother.
